Mathematical Communication Ability Research Articles

PENGARUH GAYA BELAJAR MATEMATIKA SISWA KELAS X TERHADAP KEMAMPUAN KOMUNIKASI MATEMAMATIS PADA MATERI MATRIKS DI SMK NEGERI 1 TOMA

The objective of this study is to gather empirical data on the impact of several learning methods (visual, auditory, and kinesthetic) on the mathematical communication skills of class X students at SMK Negeri 1 Toma during the 2023/2024 academic year. This study falls under the category of quantitative research. All the participants in this study were 45 students in the X grade at SMK Negeri 1 Toma. The data gathering procedures used in this study consist of questionnaires and tests. The study employs many data analysis approaches, including Classical Assumption Test, Simple Linear Regression Analysis, Partial Determination Coefficient Analysis, and Hypothesis Testing. The study findings indicate that the tcount for the learning style variable (X) is 3,757 with a table value of 1.681, and the significant level is 0.000, which is less than 0.05. Additionally, the coefficient of determination test (R2) yields a value of 0.247, indicating that it has an impact of 24.7%. It can be inferred that the learning style variable (X) has a positive and substantial impact on the student's mathematical communication ability variable, as well as the mathematical communication ability of the whole class. Hence, academics propose doing a comprehensive investigation to scrutinise this event and use it as a point of reference.

Edmodo-based Blended Learning to Improving Mathematical Communication Skills and Self-regulated Learning of High School Students

This study aims to assess the improvement of mathematical communication skills and self-regulated learning in students who engage in Edmodo-based blended learning models. This research employed a quasi-experimental method. The study involved students from the first grade of high school, comprising 32 students from class MIPA 7 and 32 students from class MIPA 8. The instruments used included a test and a questionnaire. The data analysis utilized the t-test through SPSS 25.0 for Windows, specifically the Independent Sample T-test. The results indicated that 1) overall, Edmodo-based blended learning models is effective in improving students mathematical communication skills and self-regulated learning; 2) In the KAM category (high), Edmodo-based blended learning models are effective in improving students self-regulated learning; 3) The effectiveness of Edmodo-based blended learning models for students’ mathematical communication abilities is classified into medium categories. Edmodo-based blended learning has implications for teacher activeness by using technology in education and promotes student self-reliance in the learning process. Keywords: blended learning, emodo, mathematical communication skills, self-regulated learning

Pengaruh Pembelajaran STAD berbantuan Papan Kartu pada Materi Vektor SMA terhadap Komunikasi Matematis Siswa

This research was conducted with the aim of finding out the effect of STAD learning assisted by card boards on vector material on the mathematical communication skills of class X students at MAN 9 Jombang. This research uses a quantitative approach with the Intact-Group Comparison type Pre-Experimental Designs method. The subjects of this research were class X students of MIA MAN 9 Jombang. The research instruments used were lesson plan implementation observation sheets, oral communication observation sheets, card board questions, and test questions as the main instruments. As well as learning implementation plans (RPP) and questionnaires as supporting data. The test instrument consists of five questions about vectors for students' written mathematical communication skills. Then the oral communication observation sheet contains statements that are used to determine students' oral mathematical communication abilities. The data analysis technique used is hypothesis testing. Before testing the hypothesis, the data obtained is first tested for normality. Based on the calculation of the independent sample t test, it shows that the significance value is <0.001, the significance is <0.05, so it can be concluded that Ho is rejected and Ha is accepted. This shows that STAD learning assisted by card boards on vector material has an effect on students' mathematical communication skills.

Mathematical Communication Ability in Problem Based Learning with STEAM Approach Viewed from Learning Styles

The purpose of this research is to analyze the quality of PBL learning with STEAM approach to mathematical communication abilities of 8th grade students at SMPN 1 Tonjong and to analyze mathematical communication abilities of 8th grade students at SMPN 1 Tonjong in PBL learning with STEAM approach viewed from learning style. The research method used is mix methods. The research design used is a sequential explanatory design. Sample selection used a cluster random sampling technique. The population in this study were 8th grade students at SMPN 1 Tonjong while the samples were 28 students of class 8A as the experimental class and 28 students of class 8C as the control class. Data collection methods include observation, test, interviews and documentation. Data analysis includes normality test, homogeneity test, classical completeness test, average difference test and proportion difference test. The results of this research show that mathematics learning with PBL model using a STEAM approach is on high quality for mathematical communication ability because fulfill valid, practical and effective criteria. The results of the qualitative analysis show that each learning style fulfill different indicators of mathematical communication ability. criteria. It is means that differences in students learning styles influence their mathematical communication ability.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE CO-OP CO-OP TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PADA PESERTA DIDIK KELAS VII SMP NEGERI 2 DAMPAL SELATAN

The purpose of this study was to determine whether there was a positive effect of the Co-Op Co-Op type of Cooperative Learning Model on the mathematical communication skills of the students of SMP Negeri 2 Dampal Selatan. This research is a type of Pre Experimental Design research. The population and sample in this study were all seventh grade junior high school students. The instrument used to collect data was a mathematical communication ability test which was carried out before being treated (pretest) and after being treated (posttest) as well as observing the learning implementation sheet. Where the results of data analysis show that Ho is rejected, that is, there is an influence. The data analysis of this research is descriptive statistical analysis and inferential statistical analysis. Hypothesis testing using the i one sample test. Based on the results of the study, it can be concluded that there is a positive effect of the Co-Op Co-Op type of Cooperative Learning Model on the Mathematical Communication Ability of the seventh grade students of SMP Negeri 2 Dampal Selatan (medium category).

The Relationship between Verbal Ability and Mathematical Communication Ability to Build Non-curved Space

The learning outcomes of low non-curved geometric shapes are directly proportional to the low level of mathematical communication skills of non-curved geometric shapes. Apart from that, verbal ability is low if students are given questions that have different words in sentences from the previous practice questions, so they have difficulty solving the questions research aims to see the relationship between verbal abilities and Mathematical Communication Skills Build non-curved spaces. This Quantitative research method Correlational technique with variables verbal ability (X) and Mathematical Communication Skills Build non-curved spaces (Y). The research population was all students in class VIII SMPN & Kotabumi with a sample of 24 people. The results of the correlation analysis of verbal ability (X) with Mathematical Communication Skills Build non-curved spaces (Y) produced a correlation coefficient of rhitung 0.57 with rtabel = 0.40. Based on the calculation results, the value obtained is rhitung = 0.57 > rtabel = 0.40 so that H0 is rejected. This shows that there is a relationship between verbal ability and Mathematical Communication Skills Build non-curved spaces for class VIII SMP Negeri 7 Kotabumi North Lampung for the 2022/2023 academic year

Students’ mathematics communication behavior: Assessment tools and their application

Mathematics communication ability is an essential component of mathematics that students should have. However, the mathematics communication ability of students, especially in Indonesia, still needs to improve. This study offers a new and different view of mathematics communication to improve it. This study aims to develop an assessment tool for students’ mathematics communication to identify the problems so teachers can focus on improving those areas. Not only the cognitive domain of the students, but this study also includes assessments of the affective and psychomotor domains as well. The reason is that cognitive, affective, and psychomotor aspects are interconnected in mathematics communication. The study of these three domains is called behavior. The assessment tools consist of the mathematics communication behavior analytical rubric and appropriate mathematics test problems. This study is developmental research with three phases: the development of the analytical rubric, the development of mathematics tests, and the application. The participants in this study are two mathematics education experts and 240 students in the 8th grade from seven schools, each located in a different city. The findings of this research show that the developed assessment tools can be used to assess students’ mathematics communication behavior.

Penerapan Model Kooperatif Tipe Tps Untuk Meningkatkan Kepercayaan Diri Siswa dan Kemampuan Komunikasi Matematis di SMPN 5 Percut Sei Tuan

The objective of this research is to investigate the potential impact of implementing the TPS cooperative learning model on enhancing the self-confidence and mathematics communication abilities of seventh-grade students at SMP Negeri 5 Percut Sei Tuan. The specific focus will be on the Set content. This study used a class action research design, consisting of two distinct cycles. Each iteration comprises two meetings. The participants in this research consisted of 28 students from class VII-8 of SMP Negeri 5 Percut Sei Tuan. The primary focus of this study is to enhance students' self-confidence and mathematical communication abilities by using the TPS cooperative learning model on Set material at SMP Negeri 5 Percut Sei Tuan during the academic year 2022/2023. Based on the findings derived from the analysis of the data, it was observed that the mean score for students' initial self-confidence was 53.61. Additionally, the mean test score for students' initial communication skills was found to be 44.92. Among the participants, a total of 3 students (13.04%) demonstrated mastery in this area, while the remaining 20 students (86.95%) had not yet achieved mastery. The learning process in cycle I was conducted using the TPS model. As a result, the average score of student confidence increased to 62.14, while the average score of the mathematical communication ability test increased to 55.80. Out of the total number of students, 8 students (34.78%) reached the completion criteria, while 15 students (65.21%) did not reach the completion criteria. In the second cycle, there was an observed increase in student performance. The average score for student confidence was recorded as 76.29, while the average score for the mathematical communication ability test was 75.97. Out of the total number of students, 19 students (82.60%) achieved completeness in the test, while 4 students (17.40%) did not reach completeness. The self-confidence questionnaire and mathematical communication skills exam administered in cycle II yielded results indicating a satisfactory level of student proficiency. 

Perbedaan Kemampuan Komunikasi Matematis Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Think-Talk-Write (TTW) dan Model Pembelajaran Konvensional Pada Tingkat SMP

This research aims: (1) the mathematical communication abilities of students using the think-talk-write (TTW) cooperative learning model are higher than the mathematical communication abilities of students using conventional learning models in class VIII SMP Negeri 19 Medan, (2) the process of completing answers is created by students in solving problems in the think-talk-write (TTW) cooperative learning model and conventional learning models. This type of research is quantitative research with a Quasi Experimental method. This research was conducted at SMP Negeri 19 Medan. The sampling technique in this research used the Purposive Sampling technique, namely class VIII-5 as a class taught using the think-talk-write type cooperative learning model and class VIII-6 as a class taught with a conventional learning model. The data collection instruments were an observation sheet and a test sheet for students' mathematical communication skills in the form of 4 essay questions. Data analysis in this study used a t-Test with the Independent sample t-Test technique with the help of the SPSS 22 program. The results of the research showed that the average score for the class taught using the think-talk-write cooperative learning model was 80.1 and the class taught with a conventional learning model of 74.6. Hypothesis testing was carried out using the t-test, from the calculation results it was obtained that tcount was 2.501 and ttable 1.67469, the significance level was 0.016<0.05, then H0 was rejected and Ha was accepted, so it was concluded that students' mathematical communication skills used the cooperative learning model type. think-talk-write is higher than students' mathematical communication skills using conventional learning models. Based on the analysis of the process of students' answers to the mathematical communication skills test, students who received think-talk-write cooperative learning were better than students who received conventional learning.

The Effect of the PBL Model on Learning Outcomes Viewed from Mathematical Communication Ability of Students

Teachers as educators need to apply various learning models in order to optimize student learning outcomes. In addition, teachers need to concern to the mathematical communication skills possessed by students. The purpose of this research was to analyze the effect of Problem Based Learning (PBL) model on Mathematics Learning Outcomes in terms of students' mathematical communication skills. This research is a quantitative research using experimental methods and using a factorial experiment design. The sampling technique used is purposive sampling technique. The instruments used in this research were questions on the test of mathematical communication ability and test questions on learning outcomes in the form of descriptions. Statistical analysis used the Friedman two way ANOVA test. The results showed that there was an effect between learning models and mathematical communication skills on student learning outcomes. Students who receive PBL learning have an average learning outcome higher than students who receive conventional learning. In addition, students had high mathematical communication skills get the highest average learning outcomes compared.

SYSTEMATIC LITERATURE REVIEW : ANALISIS PENERAPAN MODEL PROJECT-BASED LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE SISWA

The purpose of this study was to analyze the application of the project-based learning (PjBL) model to students' mathematical communication skills and self-confidence. The research method used is a systematic literature review (SLR), meaning that this research is the result of a systematic review of literature on related topics. A search for relevant articles was carried out in article published from 2016 to 2022 which examine project-based learning, mathematical communication and self-confidence. The literature review comes from online articles from Google Scholar and Mendeley. Based on the research results, there is a positive impact on the application of the project- based learning (PjBL) model on students' mathematical communication abilities and self- confidence. Among them are student-centered learning, learning becomes more meaningful, students can explore knowledge, relate to contextual problems, are active and enthusiastic in discussing

Kemampuan Komunikasi Matematis Siswa Kelas VIII pada Pola Bilangan melalui Pendekatan Realistic Mathematics Education (RME)

Research on mathematical communication skills has a background on the importance of student's ability to organize ideas and thoughts when solving problems. This study aimed to determine students' mathematical communication abilities on number pattern material through learning with the RME approach at one of the Banda Aceh Middle Schools. The approach used in this research is descriptive qualitative. The subjects were 24 students, and three students were interviewed. Data was collected through interviews, which were analyzed in three stages: data reduction, data presentation, and drawing conclusions. The research showed that mathematical communication skills through learning with the RME approach for number pattern material experienced good development. Students in the high and medium categories can master drawing, written text, and mathematical expression indicators. Students in the low category can master drawing and mathematical expression indicators. The results showed that students experienced problems communicating mathematically in conveying ideas orally and in writing. As a result, an error occurred in solving the problem. This research is expected to be a reference for improving students' mathematical communication skills during the learning process.

EFEKTIVITAS PROBLEM BASED LEARNING BERBANTU SOFTWARE GEOGEBRA PADA MATERI PROGRAM LINEAR TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA

The purpose of this research is to 1). Knowing that there are differences in students' mathematical communication abilities with the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and conventional learning models. 2) Find out which learning model is better between the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and the conventional learning model for students' mathematical communication abilities. 3) To determine the influence of student activity on students' mathematical communication skills who use the PBL (Problem Based Learning) learning model assisted by GeoGebra Software. 4) To find out whether students' mathematical communication skills who use the Problem Based Learning (PBL) learning model assisted by GeoGebra Software achieve individual or classical mastery. The research method used in this research is the Quasi Experimental method. The sampling technique uses purposive sampling technique. The instruments for collecting data in this research are Pre-test and Post-test. . The population of this study were class XI students of SMAN 1 Wedung. The N-Gain test is the data analysis technique used in this research. The results of this research show that the N-Gain score in the experimental class (PBL method assisted by GeoGebra) is 62%. Meanwhile, the N-Gain score in the control class (conventional method) was 54%. In other words, it can be concluded that the mathematical communication skills of students who received PBL learning assisted by GeoGebra were significantly more effective than students who received learning using the conventional method

The Development of Think Pair Share-Based Learning Tools to Improve Mathematical Metacognition and Communication Abilities

Penelitian ini menguji validitas, kelayakan, dan keefektifan metode pembelajaran Think Pair Share untuk meningkatkan metakognisi dan komunikasi matematis siswa. Penelitian ini merupakan penelitian pengembangan 4-D. Penelitian ini melibatkan siswa SMP Negeri di Panyabungan kelas VIIIA dan VIII-B. Penelitian ini menemukan bahwa: perangkat pembelajaran Think Pair Share Buku Siswa, Lembar Kerja Peserta Didik, Tes Kemampuan Metakognisi Matematis, dan Tes Kemampuan Komunikasi Matematis valid; perangkat pembelajaran berbasis Think Pair Share praktis; perangkat dapat digunakan dengan sedikit revisi dan hasil observasi perangkat pembelajaran di kelas menunjukkan rata-rata nilai kepraktisan Trial II siswa mempunyai pre-test sebesar 20,83% dan post-test sebesar 87,50%, serta lebih dari 80% siswa menyukai perangkat pembelajaran dan 85% setiap komponen keterlibatan siswa membuktikan siswa belajar; kemampuan metakognisi dan komunikasi matematis siswa menggunakan perangkat pembelajaran berbasis Think Pair Share yang dikembangkan meningkat dengan skor N-gain 0,54 untuk kemampuan metakognisi matematis dan 0,52 untuk kemampuan komunikasi matematis. This research tested the validity, feasibility and effectiveness of the Think Pair Share learning method to improve students' metacognition and mathematical communication. This research is 4-D development research. This research involved State Middle School students in Panyabungan classes VIIIA and VIII-B. This research found that: the Think Pair Share learning tools: Student Books, Student Worksheets, Mathematical Metacognition Ability Tests, and Mathematical Communication Ability Tests were valid; think Pair Share based learning tools are practical; the tools can be used with a little revision and the results of observations of learning tools in class show that the average practicality score for Trial II students has a pre-test of 20.83% and a post-test of 20.83%. 87.50%, as well as more than 80% of students like learning tools and 85% of each component of student engagement proves students are learning; students' mathematical metacognition and communication abilities using the developed Think Pair Share-based learning tool increased with an N-gain score of 0.54 for mathematical metacognition abilities and 0.52 for mathematical communication abilities.

PENGARUH PEMBELAJARAN DARING (GOOGLE CLASSROOM) DENGAN MENGGUNAKAN PENDEKATAN SAINTIFIK BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH

This research aims to determine the effect of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the mathematical problem solving and communication abilities of class VIII students at SMPN 02 Bengkulu City. This research is quantitative research with a quasi-experimental method. The population in this study were class VIII students at SMPN 02 Bengkulu City, Even Semester, 2020/2021 Academic Year. The sample for this research was class VIII C students as an experimental class by implementing online learning (Google Classroom) using an ethnomathematics-based scientific approach to mathematical problem solving and communication skills and class VIII A students as a control class by applying conventional learning via WhatsApp. The results of this research show that the Ftable value = 3.99. The results of learning using online (Google Classroom) with conventional learning on problem solving abilities Fcount = 7.9. The results of the problem-solving abilities of students with high abilities and students with low abilities Fcount = 8.86, and the results of the interaction of learning factors and abilities on students' problem-solving abilities Fcount = 7.41. It can be concluded that Fcount > Ftable, then H0 is rejected, so there is an influence of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the problem-solving abilities of class VIII students at SMPN 02 Bengkulu City

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA BERDASARKAN PERSPEKTIF SEMIOTIK PEIRCE

This study aimed to analyze and describe the mathematical communication abilities of high school students of the Xth grade based on Peirce's semiotic perspectives. The research method used in this research is descriptive. Sampling techniques using purposive sampling. The instrument for gathering data on this research is a test of mathematical communication skills. All the MIPA 1 class X students were identified through their communication skills tests, and then three students represented the highest category. Tests were carried out on trigonometric derivatives. Further analysis of the entire data is carried out with the following steps: data reduction stage, data presentation stage, and conclusion. The results of the study showed that these high-level students could associate representations seen, make complex mathematical expressions, describe various representations of symbols or images made by students when dealing with mathematics problems, explain clearly and in-depth the mathematic processes they perform, represent a concept (objects) verbally or visually, and associate their representations with relevant concepts or material. In addition, the three students solved mathematical communication problems through the stages of representamen, object, and interpretant

Mathematical Communication Ability of High School Students in the Implementation of Experiental Learning Model

The objective of this research is to determine whether the enhancement in mathematical communication skills of students instructed with the experiential learning model surpasses that of students instructed with the conventional learning model. This research is a quasi-experimental research design, with the research sample comprising one experimental class (utilizing the experiential learning model) and one control class (following the conventional approach), each consisting of 20 students. The research instrument employed is a descriptive test comprising a pretest and posttest. Based on the research data analyzed using the N-Gain hypothesis test, it can be concluded that there is an improvement in students' mathematical communication skills in the context of the three-variable linear equation system material. This improvement is more pronounced among students taught using the experiential learning model compared to those instructed using the conventional learning model.

MATHEMATICAL COMMUNICATION ABILITY OF CLASS X MIPA 1 MAN DONGGALA STUDENTS

This type of research is a descriptive qualitative approach. The subjects in this research areClass X MIPA 1 MAN Donggala students consist of 4 people, each 2 male students and 2 female students who have FI cognitive style and FD cognitive style. Data on students' communication skills was obtained by written assignments and interviews. The results of the research show that the mathematical communication skills of students who have a Field Dependent cognitive style are less capable than men because they cannot achieve all the indicators. The student subject has a Field Dependent female cognitive style which is quite capable because it achieves one.The student subject has a Field Independent male cognitive style which is quite capable because it achieves two indicators.The student subject has a Field Independent female cognitive style that is capable of achieving all three indicators. So the conclusion obtained from this research is that students' mathematical communication abilities are generally said to be poor, this is because the majority of students have not met several indicators of the three indicators of students' mathematical communication abilities. This can be seen with only one student achieving all three indicators.

Hypothetical learning trajectory trigonometry based on problem-based learning with Jambi Malay ethnomathematics nuances

Background: Trigonometry is a challenging subject for many high school students. Incorporating cultural relevance, such as Jambi Malay ethnomathematics, into teaching can be a way to facilitate understanding. This study focuses on developing a hypothetical learning trajectory (HLT) tailored to Class X high school students on the topic of trigonometry.Aim: The primary goal of this research is to create a valid, practical, and effective HLT for trigonometry based on problem-based learning, integrating the nuances of Jambi Malay culture.Method: This study employed a combination of two design research models: the Plomp model and the Gravemeijer and Cobb model. The research was conducted in three stages: 1) initial investigation, 2) product development, and 3) assessment. Expert validation and practical testing were carried out to assess the quality of the HLT.Result: Validation by experts indicated that the developed HLT achieved a score of 3.69, falling into the "very valid" category. Practicality testing revealed a score of 80.14, categorizing it as practical. Moreover, the HLT proved effective in enhancing students' mathematical communication skills.Conclusion: The developed Trigonometry HLT based on problem-based learning and integrated with Jambi Malay ethnomathematics is valid, practical, and effective. It not only adheres to quality benchmarks but also significantly improves students' mathematical communication abilities. Therefore, it fulfills the criteria for being a suitable and effective teaching approach.

Improving mathematical communication and critical thinking in middle school students: Study of anchored instruction learning assisted by edpuzzle

Background: Mathematics learning often appears unattractive to students due to its monotonous, intimidating, and boring nature. Active engagement in learning mathematics requires students to effectively utilize their communication and critical thinking skills.Aim: This study aims to 1) analyze the critical thinking abilities of students in a learning context, 2) assess their written and oral mathematical communication abilities, 3) evaluate their critical thinking skills in problem-solving, and 4) explore the impact of the Anchored Instruction learning setting assisted by Edpuzzle on these competencies.Method: Employing a descriptive qualitative research design, this study involved 24 VII-H grade students from SMPN 8 Malang. Data were collected using observation sheets, worksheets, and test questions.Results: The study indicates significant improvements in students’ critical thinking and mathematical communication skills. Critical thinking, observed through increased and more sophisticated student participation, was categorized as high in 5 students, medium in 16, and low in 3. Similarly, in mathematical communication, 5 students excelled, 13 were above average, and 6 were below average. This progression exhibited the effectiveness of the Anchored Instruction learning setting assisted by Edpuzzle in enhancing these skills.Conclusion: The study concludes that the Anchored Instruction learning setting, supported by Edpuzzle, significantly enhances students' critical thinking and mathematical communication abilities. This approach has proven effective in engaging students more actively in the learning process and improving their problem-solving skills.